Gayle Martin

 (52)
United States - Michigan - Oakland Township
Gayle Martin
3.9
119 votes
Creating student-centered lessons that work in the classroom to save you work out of the classroom.
 
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Every ELA teacher knows that the more that students write, the better they write. And research shows that having students write summaries, evaluations, or analyses of content improves comprehension and memorization. But every teacher also knows how
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This simple one-pager can be printed in poster size for your classroom, handed out to students individually, or both. It defines the three different basic types of sources: primary, secondary, and tertiary. It also provides a list of sample types of
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This 30-page resource is everything I use to teach Mary Shelley's Frankenstein to my junior and senior literature students. It includes: - a 20-slide introductory presentation with background about Shelley and the writing of the novel, novel
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3.5
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Since I jumped on the Socratic Seminar bandwagon several years ago, I have found it to be the most effective teaching strategy I use for literature. However, I have modified how I run the seminars over time in order to avoid pitfalls I experienced
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3.9
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This handy book mark reminds students HOW to annotate and WHERE to focus annotations in George Orwell's novel, 1984, in order to practice critical and close reading. Plus, you can customize it how you want! You will get three pages (landscape)
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This bundle is all about easy versatility for the teacher and differentiation for your students! Students can choose from a total of 18 different engaging and accessible writing prompts related to Orwell's novel 1984 that span all three CCSS writing
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This fully editable bundle includes four quizzes, for a total of 62 questions! In addition to a quiz for each of the three books (sections) in 1984, I have also included a "practice" quiz which I use before giving the quiz for Book One. Each quiz is
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3.9
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If your district uses standards-based grading or you just would like an easy, accurate rubric aligned with the CCSS for your high school students, this bundle is for you. You will download a 6 page (three 2-page rubrics) editable Word Doc that you
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This is a lesson that I started using many years ago when I taught AP Language, since Orwell's famous essay is pretty much required reading for that test. It was a good introduction to rhetoric for AP newbies on several levels: 1. The whole essay is
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4.0
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This easy one-page note sheet uses the typical AP Language SOAPStone reading strategy to analyze satire. When I taught AP Language, satire was always the last unit before the exam, so by that time in the year, my students were experienced in using
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3.7
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This resource is my version of the good old AP Language stand-by SOAPStone. However, it is such a good strategy for analyzing non-fiction, that I actually created and used this resource when I taught LA10 (tenth grade). I made this chart because I
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It seems everything is about the rhetorical appeals now-a-days. The CCSS calls for us to teach them, AP Language has always focused on them, and now the new SAT prompt asks students to analyze them. In my school district, we have to start to
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It can be terrifying to hear that you have been assigned to teach the student newspaper (or any student media) class, whether you're a new teacher or an experienced teacher who has never done it before. It can also be frustrating to try to explain
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If you've been assigned to teach a media literacy, multimedia communications, or good old fashioned Journalism I and aren't sure where to begin, or if you'd like to propose such a course for your school/district, or if you'd just like to update your
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4.0
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This is the final page/spread rubric that I created, perfected, and used during my 25+ years advising high school newspapers, websites, and broadcast programs. This is, essentially, the final check of each page before submitting for printing. The
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4.0
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This is the story rubric that I created, perfected, and used during my 25+ years advising high school newspapers, websites, and broadcast programs. One of my biggest challenges as a newspaper adviser that I didn't have to face in any other English
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This is the maestro plan that I created, perfected, and used during my 25+ years advising high school newspapers. The concept of a maestro plan is certainly not mine--it's used by many journalists, professional and scholastic. This is my version
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This is the story assignment and story plan form that I created, perfected, and used during my 25+ years advising high school newspapers, websites, and broadcast programs. As my editorial board assigned stories, they would complete the gray section
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This is the story pitch form that I created, perfected, and used during my 25+ years advising high school newspapers, websites, and broadcast programs. Reporters complete a beat story pitch and an enterprise story pitch. It requires students to do
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4.0
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Whether you're just thinking about starting a student newspaper, you're a new adviser, or you're a veteran adviser who's looking for new ideas, this is the essential bundle for you! These are rubrics I created and used over 25+ years of advising
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119 total vote(s)
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TEACHING EXPERIENCE

I have been teaching for 30 years, and during that time, I have taught various language arts classes from the seventh through the twelfth grade. I spent nine years at the middle school and the last 21 at the high school level. I have taught honors and AP courses, creative writing, poetry, and various literature electives as well as every required composition course my district offers. I have taught journalism classes at both levels and advised state and national award winning publications at both levels. In addition, I have served on numerous curriculum committees throughout my tenure, have served as the English department chair and as a teacher leader, and have piloted text books and worked on textbook adoption committees. I am currently the Curriculum Chair for the Michigan Interscholastic Press Association.

MY TEACHING STYLE

I respect my students. I respect their individuality, their abilities, and their time. So, I like to give my students as much choice as possible, I like to challenge them and give them room to question and collaborate, and I like to devote class time to the two things I value most--reading and writing--and reduce homework as much as possible. For me, reading and writing workshop works best for this. I was trained in the National Writing Project philosophy as a new teacher, and I still incorporate as much of that philosophy into my teaching as possible.

HONORS/AWARDS/SHINING TEACHER MOMENT

I have won no real awards, but my students have won hundreds over the years and, to me, that's more important. My biggest honors are when students come back or write me and tell me how my class has helped them in college or beyond or when my students go on to become English teachers or writers themselves.

MY OWN EDUCATIONAL HISTORY

I have a BA in English from Michigan State and a MA in Journalism Education from Michigan State.

ADDITIONAL BIOGRAPHICAL INFORMATION

I live and work in a suburb in Metro Detroit. I have two children. One is a graphic designer living in Brooklyn (who if I'm lucky sometimes redesigns my products for me!) , and the other is completing his degree with a double major in English and Philosophy. Both of my children attended the high school where I teach and were in my class once. I have been married to the best husband (sorry everyone else!) for 29 years and hoping for 29 more! When I'm not teaching or thinking about teaching, I read a lot, write novels that may or may not be published one day, and talk to the cats.

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